#3180. Supporting struggling middle school readers: Impact of the Lexia® PowerUp literacy® program

October 2026publication date
Proposal available till 11-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Arts and Humanities (miscellaneous);
Developmental and Educational Psychology;
Applied Psychology;
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Abstract:
The majority of middle school students are unable to read proficiently. The research aimed to evaluate whether a scientifically-based blended learning program could promote reading ability among a diverse sample of struggling middle school readers. Using a cluster randomized controlled trial, we tested the effectiveness of one such program of struggling readers enrolled in supplemental literacy classes. Students that used the target program scored significantly higher at posttest on a standardized literacy assessment than students in control classes. Students with greater aptitude for decoding and word-level skills earned higher posttest scores. These findings provide strong evidence in favor of the effectiveness of this instructional approach.
Keywords:
Blended learning; Educational technology; Literacy; Middle school; Reading comprehension; Struggling readers

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